This document discusses interprofessional education and collaborative practice. It describes how community-oriented primary care practiced by Drs. Sydney and Emily Kark in the 1940s-1950s improved various health outcomes through regular home visits and addressing social determinants of health. The document advocates for interprofessional education that takes a biopsychosocial approach and focuses on functioning, disability, and health. This approach could help reform health systems, achieve universal health coverage through community-based and preventative care, and ultimately enable personalized healthcare through the use of mobile health technology and person-driven data. Key enablers are decentralized training, interoperable health information systems, and aligning education programs to support interprofessional collaboration.

1. Conceptualise
Interprofessional
Education
Dr Stefanus Snyman (MBChB, MPhil (HealthScEd), DOM)
Centre of Community Technologies
Demonstrate impact
of forming
interprofessional teams
on systems for health

2. Universal Health Coverage

4. Health professionals addressing the health needs
Transformative
learning
Interdependence
in providing
healthcare
HEALTH EQUITY
Person-centered & Population-based
VISION
Interprofessional
education &
collaborative
practiceLeaders as agents of change
Competency-based education
Community-based
Inter- & transprofessional
teams
Task sharing & shifting
Innovative information technology

6. Community-orientated primary care (COPC)
 Trained for 3 years after school
 Visited the same ±150 families
in their homes every 4 -6 weeks:
• Built relationships
• Collected information on births,
deaths, nutrition status, illness,
functioning, employment,
sanitation, water, food, work,
education, etc.
 Socio-medical diagnoses Drs Sydney & Emily Kark

7. Community-orientated primary (COPC)
Provided:
 Health advice &
encouragement
 1st Aid & Household treatment
 Smallpox vaccination
 Referral when needed
 Shared decision-making
 Continuity of care
 Feedback at community
meetings Drs Sydney & Emily Kark

8. Outcomes of interprofessional approach
1942 1950
Syphilis 5.8% 2.3%
Impetigo 82% 7.8%
Kwashiorkor 10-12 Cases / Week 10-12 Cases / Year
Infant mortality rate 275 101 / 1 000 live births

9. Interprofessional Education and Collaborative
Practice
 Evidence:
Improved patient outcomes
 Philosophy:
It’s the right thing to do
 Catalyst:
For change

17. “Healthcare is a team sport,
currently being played by individuals”

19. Person-
centred
service
Communication
Team
functioning
Role
clarification
Collaborative
leadership
Conflict
resolution
Reflection
CLIENT SAFETY & QUALITY
COLLABORATIVE PRACTICE
Competencies for
interprofessional
collaborative
practice

21. International Classification of Functioning , Disability
and Health (ICF)
 Provide scientific basis
 Interprofessional teamwork
 Common language
 Permit comparison
 Systematic coding scheme
A statistical, research, clinical, social policy
and educational tool to:

37. ICanFunction mHealth Solution (mICF)
“No mobile-friendly health
service solution to see
each person’s functioning
as a dynamic interaction
between the person’s
health condition,
environmental factors,
and personal factors”.
WHO (2013)www.icfmobile.org

38. Democratization
of Health Services &
Informatics

40. RATIONALE FOR INTERPROFESSIONAL
EDUCATION AND COLLABORATIVE
PRACTICE
REFORMING
SYSTEMS FOR
HEALTH
HEALTH EQUITY
through

41. TRANSFORMING HEALTH PROFESSIONS EDUCATION
Bio-psycho-social-spiritual approach incorporating the complex
interrelatedness of:
• changes in body functions and body structures,
• functioning and fulfilling life roles, in the context of
• barriers and facilitators of environmental factors influencing
health (including social determinants of health)
• personal factors influencing health
which required competencies related to a
HOLISTIC CARE, SHARED DECISION-MAKING AND
PERSON-REPORTED OUTCOMES
resulting in
through
creating the opportunity for
PERSON-DRIVEN DATA
a person-centred approach

42. IPECP RATIONALE
HEALTH EQUITY
through
REFORMING
SYSTEMS FOR
HEALTH

43. implying
to provide
which is dependent on
obtained by utilising paradigm-shifting
REFORMING SYSTEMS FOR HEALTH
BIG DATA
• universal health coverage by
• reducing institutionalised care,
• focusing on preventative healthcare
• ultimately resulting in predictive health care
a focus on community-based practice through
• harmonising health-education (interdependence)
• breaking down silo's and professional tribalism
• embracing interprofessional collaborative practice
• decreasing power relations
• using information technology
PERSON-DRIVEN DATA

44. through
RATIONALE FOR INTERPROFESSIONAL EDUCATION
REFORMING
SYSTEMS FOR FEALTH
ultimately resulting in
predictive health careperson-centred approach
holistic care,
shared decision-
making, patient-
reported outcomes
resulting in
big data
which is dependent
made possible by
resulting in
contributing to reaching
Personalised healthcare in
a strengthened
systems for health
mHealth
TECHNOLOGY
PATIENT-DRIVEN DATA
creating the
opportunity for
obtained by utilising
paradigm-shifting
HEALTH EQUITY

46. Government & Professional
 Finances
 Organizational stability
 Healthy stakeholder
relations and roles
 Coordinated policy
framework between
sectors

47. Institutional
 Staff development plans
 IPE policy and/or vision
 Synchronizing degree
programmes (calendars,
timetables, level
outcomes)
 Assessment and
accreditation
requirements

48. What is needed to allow IPE to serve as
catalyst for Universal Health Coverage?
 Decentralised, community-base training
 Patient-centred approach utilising ICF
 Interprofessional bio-psycho-social-spiritual approach
 Health information systems to enable
Interprofessional Collaboration
 Democratization of health informatics
 IPE accreditation: time tables & duration of modules
 Funding

49. Stefanus Snyman
Email: stefanussnyman@gmail.com
Twitter: stefanussnyman
Linkedin: stefanus